The times they are a changin’

Today, organizations are changing from a physical model supported by information systems, to an electronic or digital model supported by physical assets. For example, there are now many mattress companies who market and sell entirely online. Their only physical assets are a manufacturing plant with a warehouse attached. The product is ordered and paid for online, and shipped direct to the customer with a money-back guarantee. 

Another great example is Walmart. Their goal is to become an Omnichannel for retail customers, meaning that a customer can order online, have a product delivered, pick it up outside the store, or make a purchase in the store. Their VP of Supply Chain, Chris Glover, says this goal is putting their supply chain under enormous pressure to be more accurate and precise. “You cannot deliver blueberry jelly when the customer ordered strawberry jelly” he explains. “In previous years, we had a stockroom full of product, so you could ensure the customer could get what they needed. Now, the stockroom is empty and everything is on the truck. Our previous way of doing inventory only had to be accurate financially, now it must be accurate by-product too.”¹

Sink or swim

This shift from a physical model to a digital model is a massive change with far-reaching implications, and Business Process Management (BPM) empowers organizations to thrive in this new environment. Employees will need BPM skills to create, maintain, and sustain their organizations. In fact, a recent PMI Pulse of Profession survey² found that the top ways for organizations to manage digital disruption is to train their employees in how to:

1.    Make data-based decisions
2.    Foster collaborative leadership
3.    Embrace culture change 

This need for employees to have new BPM skills was emphasized by Connie Moore at Forrester Research, who states “there are not nearly enough trained process professionals to meet the growing demand. This means businesses and government agencies must step up to the internal challenge of adequately training a large number of knowledgeable BPM practitioners. This should be part of an enterprise-wide business process transformation program supported by top executives.”³ In a nutshell, businesses and non-profit organizations alike need employees with BPM skills in order to survive the digital revolution. 

The power of BPM

In a very real sense, business processes ARE the organization, which is why investing in the BPM skills of your employees is so critical. Business processes encompass systems, information, and assets that orchestrate the work of suppliers and partners while serving customers. Using important metrics, the processes must be managed by people who are fearless in leading change wherever and whenever necessary to stay competitive. BPM is really about managing the organization, not just improving processes. 

Leading change

BPM has within its scope not only information and physical flows, but also the relationship between the people involved all along its length, from the supplier, to the customer using the product or service. Here lies a key difference between BPM and just about any other approach to management: BPM factors in the human element in a way that Intelligent Automation, or Robot Process Automation, simply cannot. 

This massive shift toward digital transformation is as much about culture as it is about technology, and change needs to come from the top down. Without changing how we manage, we cannot manage the new processes that we will create in a digital model. It’s a waste of money to train people to do things in new ways if their manager is still stuck using old methodologies. In contrast, when the whole organization embraces BPM, and learns its lessons together, there are few, if any, better investments. An organization that learns together, succeeds together.

Interested in learning what the School of Continuing Studies can do to help your organization succeed? Learn more about our Corporate and Organizational Training programming.

Tom Barker teaches BPM in our Corporate Training program. He is a consultant, facilitator, and passionate educator, leading his own consulting organization, Tom Barker Associates. Tom assists clients such as Canadian Tire, AstraZeneca, and Mattamy Homes to improve project and process performance through leadership and change management. Committed to helping adult learners succeed, Tom’s other teaching at SCS focuses on business process management, business analysis, and project management.  

Sources:
1 https://www.processexcellencenetwork.com/events-opexweeksummer/downloads/an-interview-with-chris-glover-from-walmart
2 https://www.pmi.org/learning/thought-leadership/pulse
3 https://www.abpmp.org

The University of Toronto School of Continuing Studies is proud to partner with the University of Waterloo WatSPEED unit to offer an online Foundations of Data Science course. Taught by industry expert Larry Simon, this course is perfect for that that want to work in the growing field of data science. If you have some prior knowledge and experience of basic programming, this course is for you. 

Curious to hear more? Watch as Larry shares insights regarding the learners he sees in his courses.

Jonathan Salem-Wiseman, (B.A., M.A., Ph.D.), has a talent for communicating complex ideas with clarity and passion. As a philosopher with extensive teaching experience, he lends his talent to SCS, instructing our course The History of Western Philosophy: Ancient and Medieval Thought. We sat down with Jonathan to discuss why philosophy is relevant-and exciting- in 2019.

SCS: Why do you think Biblical, Ancient Greek, and Roman responses to basic philosophical questions still stir curiosity in so many people?

JSW: I think it’s because they were the true, intellectual pioneers. The ancient writers were the first people who wrote long texts that raised, and attempted to answer, deeply human questions. Questions like ‘what is happiness?’ ‘what is justice? or ‘what happens when we die?’ These questions can’t be easily answered by straightforward appeals to experience; they require thought and reflection. I try to show that the ancient philosophers aren’t just relics or museum-piece curiosities, but individuals who had tremendous insights into their world and ours. So I think it would be arrogant to assume we have nothing to learn from their wisdom.  

People have always been curious about being human, about the cosmos, but the ancient philosophers were the first people who had the capacity to lay out big questions in writing, and that has shaped our understanding of things ever since. 

SCS: In your course, you explore topics like ‘are human beings inherently good or evil? Self-interested or altruistic? Isolated individuals or social creatures? Moral agents or just calculating animals?’ Why do you think there is still so much curiosity around these topics?

JSW: I think curiosity around such topics belongs to the human condition. On the one hand, we are biological creatures, yet we are also creatures who are deeply shaped by time, place, and culture. What we do, how we live, and how we organize and treat one another is not governed by a universal instinct. We are malleable animals—but not entirely! We are creatures who have lived very different lives in different times and places in human history. Human nature is hard to pin down, which means big questions cannot be easily answered. Hence our ongoing curiosity and disagreement.

What always complicates the matter, is that compelling answers can be given for contradictory arguments! To me, this is what makes philosophy thrilling. It’s also what can make it disconcerting; we need to be ok with open-ended questions and a lack of certainty.

I think being comfortable with discomfort is something we tend to accept and embrace more easily today, whereas most ancient communities were closed, deeply religious, and xenophobic. In 2019, we are more open, tolerant, and multicultural, so different ideas aren’t considered a threat in the way they were centuries ago. We realize there are going to be different answers offered by reasonable people for these types of big questions. Today, we are able to have open, free-wheeling philosophical discussions, and this, to me, is what makes philosophy fresh, exciting, and relevant.

SCS: What can the study of philosophy tell us about ourselves and contemporary society?

JSW: I think what’s so relevant about philosophy today, is how it works in tandem with other disciplines, such as evolutionary psychology or cognitive science. Philosophers today contribute to contemporary society by asking tricky questions, clarifying difficult concepts, and drawing out moral and political implications from empirical investigations. We no longer work in a silo; philosophers make meaningful contributions within a much larger tapestry of research. 

SCS: Tell us about the leaners in your classes– what is their motivation for taking our courses? 

JSW: What I love about continuing education, is the opportunity I get to teach all kinds of learners. My classes are very diverse, and everyone is there because they are deeply interested in the subject matter. I’ve taught retired teachers, mid-career engineers, publishing executives, and undergraduate students. They all have an interest in philosophy, yet many had put that interest on the back burner due to the busyness of life. Now, they are making the time to pursue their interest, which I think is fantastic.

My learners also enjoy the laid-back nature of my courses. They can learn, grow, and explore without the worry of marks, requirements, or meeting strict deadlines. I think they appreciate the freedom of the class; to learn without pressure. Some are more outspoken, and some are quieter, but they all enjoy the open atmosphere and comradery of a small and engaging classroom.

SCS: Do you think people have misconceptions about philosophy, and if so, what would you tell them to make them more curious?

JSW: I think a common misconception is that philosophy is just word play, or just opinion, and some people may have an attitude of ‘what’s the point, there are no answers anyway’. But what I try to show, is that those claims are themselves philosophical in nature; you can’t dismiss philosophy without, paradoxically, getting philosophical! There’s no real way of getting around philosophy; we just need to do it thoughtfully.

I also want to debunk any misconception that you need to come to my class with prior knowledge or expertise. I encourage my learners to begin from where they are. All you need is a willingness to explore, and an eagerness to embrace a variety of perspectives. Ancient writers are contemporaries if we read them carefully, and it’s my job to bring everyone into the conversation.
 
Jonathan Salem-Wiseman, (B.A, M.A, Ph.D.) is a philosopher with extensive teaching experience at Humber College, the University of Guelph-Humber, and York University, where he completed his doctorate. His areas of expertise include 19th and 20th century Continental philosophy, social, and political thought, ethics, and aesthetics.  Jonathan is an interdisciplinarian by nature and training, with an oft-noted talent for communicating complex ideas with clarity and passion.

In a fictional town in Northern England, the lives of its inhabitants connect and collide, weaving a narrative that readers can’t put down. Loosely based on time Leslie spent living in England, this collection of stories has earned her much recognition; first, our Penguin Random House Canada Student Award for Fiction, and now the Marina Nemat Award for Creative Writing. We sat down with Leslie to discuss her love of fiction, winning two awards, and her recipe for writing success.

SCS: The Richley Chronicles are based in a small town in Northern England. Some of the characters are expats, and a couple are anthropologists….just like you! Are these stories inspired by your personal experiences?

LC: Yes and no, and that’s the beauty of writing fiction; I have the freedom to take creative liberties, while being inspired by people and places in my real life. For instance, I lived in England for 17 years, including Northern England, and Richley is a similar setting with many similar features. But I didn’t want to be too constrained by facts, so made it a loose adaptation of the town I called home. 

As for characters in the series, their lives are intertwined and events reverberate. Some of them are inspired by my personal experiences as an American who has lived in England and then moved to Canada, and as an anthropologist. But others are purely the product of my mind. 

SCS: When it comes to writing, how do you get your creative juices flowing? 

LC: As Mary Heaton Vorse said, “apply seat of the pants to seat of the chair.” Writers have ideas all the time, but the key element to success is sitting down and producing them. An idea is a great start, but you have to sit and pound it out, then rewrite it again and again. Ideas plus time, that’s what gets you through. 

SCS: How does it feel to win two Creative Writing awards? 

LC: Kind of miraculous! I had just finished taking a course with Marina Nemat, and loved learning from her! She didn’t know I had applied for her award, so to win the prize she has endowed and will issue, is really special. Marina even sent me a note of congratulations, which was great. I’m also grateful to my mentor, Dennis Bock, who provided many revisions so my collection was ready for these competitions. His commitment to my work, and his expertise, were invaluable.

SCS: What’s your advice for people who want to start writing but don’t know how to start?

LC: Read! Do lots of reading, then write. Write anything…journal, letters, blogs; just start. For instance, I write a blog called Travails of a Transatlantic Transplant. And take writing classes! At SCS, they are offered in person, online, and at different campuses, so you can make it work. Also, talk to other readers and writers. Join a group, or start a group. That’s the magic formula: read, write, learn, and engage. 

Over the course of our lifetime, we are touched by this sector almost daily – we are born in hospitals, educated in schools, we volunteer for good causes, and we receive support from various not-for-profit organizations in times of need. Many Canadians decide to donate regularly and/or to donate substantial amounts of money to support great causes that not-for-profit entities advance.  

Why examine not-for-profit accounting?

Studying best practices for not-for-profit organizations helps this important sector thrive. It allows those who have devoted their careers to serving and helping others to find new and innovative ways to advance their cause.

This is why it is so important for those in the accounting industry to know how to work effectively with charitable organizations, specifically in regards to preparing their publicly available financial statements. As highlighted by the Charities Directorate (part of the Canada Revenue Agency), professionals preparing financial reports for not-for-profit organizations must be highly skilled in managing finances and reporting; the trust of donors, and future of the organization, depends on the accountability and transparency that shines through the reports. In other words, finances can make or break a non-profit organization, just as they can in the private sector. 

An incredible responsibility

The intense responsibility of public sector accounting, or government accounting, cannot be overlooked. Professionals who prepare reports for government entities operate with large amounts of public dollars – hard earned dollars that we all pay with high but often differing expectations. Individuals who dedicate their careers to being public servants work exceptionally hard in order to ensure that public dollars are wisely spent, and that their reports are timely, accurate, and-most of all- clear to the public taxpayers. They are held to higher level standards of ethics, and we expect transparency. I find the study of this transparency fascinating, because it is a tool for building public trust and engagement.

Small but mighty

Beyond public sector accounting, it’s important to explore and analyze other not-for-profit entities and their accounting activities – from a neighborhood’s basketball club, to an association, to a religious organization. These entities, regardless of their financial potential, accomplish an important social function – they make our society a better place. Financial reports for smaller entities are often prepared by volunteers (which is fantastic)! This is why clear reporting standards are important; they ensure that organizations maintain transparency and accountability, so that those involved - from staff, to donors and volunteers, to those in need - have trust to continue their relationship with the organization.

Critical giving

Another important aspect of not-for-profit accounting, is the critical role that donors play. By providing donations, endowments, and bequests, they are huge supporters of the causes they invest in. From new equipment in hospitals to vital scientific breakthroughs, donor-funded initiatives change our world for the better. The significance of donor funding creates an even greater demand for transparency and accountability. Out of respect to donors, the preparers of financial reports must do their very best to demonstrate how funds are spent. Furthermore, these statements are read by potential donors. While these financial reports are not meant to be used for marketing purposes, they become one of the key tools for donation decision making, especially for large giving initiatives. 
Not-for-profit organizations help make Canada more inclusive, vibrant, and supportive. Studying the significant role that financial reporting plays in this sector allows us to grow, improve, and support societal goals.

Darinka Pejic instructs our Not-For-Profit Accounting and Related Topics course. She is a Chartered Professional Accountant (CPA, CGA), and holds an MBA degree from Laurentian University. Darinka has experience working in both the private and public sectors, and is currently a Director, Finance and Administration at a large government agency. She has led preparation of financial statements, as well as the annual budgetary planning processes, for public sector entities of various sizes. Darinka has over ten years of experience teaching financial and managerial accounting.

“It sounds odd, but learning French and coaching boxing have had a huge effect on my career” says journalist Damian Ali. “Becoming bilingual is opening doors for me, while boxing has taught me discipline, focus, and personal responsibility.”

After earning an undergraduate degree in Criminology, Damian decided to pursue a career in journalism. “I knew speaking French would be a huge asset as a journalist, and I remembered very little from high school” he says. “So I turned to SCS to help me grow my French abilities.”

Damian earned his Conversational French Certificate, and is now taking advanced level French courses. In February 2019, after completing a postgraduate program in journalism, he landed his first role at a rapidly growing digital news and media outlet called QuickBite News. “Having a strong grasp of the French language has helped me stand out from the crowd, but more importantly, it has made me a better journalist” he says. “Now I can potentially work in Quebec one day, and I have a greater capacity to report on Canadian current affairs.”

The classroom setting was an ideal learning environment for Damian. “I loved being able to communicate with other learners, face to face. It was a very comfortable vibe; I never felt rushed and was encouraged to learn at my own pace” he says. “My instructor, Andrew Furegato, encouraged us not to be afraid to make mistakes.” In fact, on a recent trip to Montreal, Damian committed to speaking French the entire time. “Without Andrew’s wisdom, I would have given up and just resorted to using English. But he taught me it’s OK to fall, so long as you get back up. That’s a message I live by in my career and in the boxing ring.”

Working with an experienced instructor also provided Damian with real-world context. “Andrew didn’t just teach a language, he taught us how to communicate in French, using conversational techniques and relevant slang. He used media, such as music videos, movie clips, and YouTube videos to teach us real, modern French” he says. “I appreciated that.”

 Damian has a strong vision for his future in journalism. “First, I want to become fully bilingual. In five years, I aim to continue building my portfolio while reporting the news. In ten, I want to report news on-air, perhaps through an anchor position” he says. “Further down the line, I would like to mentor young journalists as a way of giving back.”

Juan Mavo Navarro’s goal is to improve the learner experience, and teach others how to do the same. Juan, who teaches our Foundations of Instructional Design course, has a background in computer science, coding, and developing programs. A native of Venezuela, he fell in love with developing educational materials and computer-based training early in his career. Determined to share this love with others, he taught for over 12 years at the undergraduate, Masters, and Ph.D. level. “My work goes beyond just designing programs” he says. “I incorporate needs assessments and strategic planning to make online learning a more intuitive and interactive experience.”

Upon coming to Canada in 2012, Juan chose SCS to enhance his skills, earning certificates in eLearning and Project Management. In 2016, he began working at SCS as a Learning Technology Specialist, designing and developing our interactive courses. A year later, Juan began teaching our Learning Design program. “What I love about teaching at SCS is that my learners are practitioners who come from diverse backgrounds. It’s an interconnected virtual learning experience, where everyone is learning not just from me, but from one another” says Juan. “I end up learning from them too!”

Juan says a big part of his teaching focuses on helping learners find effective ways to implement best practices in their work. “I provide guidance on how to overcome organizational barriers” he says. “I share tips on how to sell an idea, deal with pushback, and communicate effectively with stakeholders.” After a course ends, Juan often receives emails from learners seeking further advice, or reporting their success. “SCS learners know that the journey does not end once you get a degree. They aren’t just learning for their job, they are choosing to learn because it makes them better.”

According to Juan, online learning is critical in our busy, digital world because it provides flexibility and allows people to learn on-demand. “In the future, we need to focus on learner-centric design” he says. “We need to find new and exciting content that truly resonates with learners.”

Despite his busy work and teaching schedule, Juan believes in balance and putting your priorities first. “My top priority is my family” he says. “I keep a schedule and set boundaries. No matter how much I have going on in my life, I do not sacrifice the things that mean the most to me. My daughter’s Christmas concert or dinner with my wife; these are real appointments that I refuse to cancel or reschedule. For me, that’s real balance.”

Mandarin language instructor Efraim Klamph recently received an SCS Excellence in Teaching Award. This honour highlights Efraim’s flexible and creative instruction style, his responsiveness to diverse learner needs, and his deep passion for language instruction.

Efraim has lived in China for an extended period of travel, study, and work. In China and in Canada, he is devoted to combining his passion for the Chinese language and culture with his enthusiasm for education. As a non-native speaker, Efraim possesses first-hand experience of his students' learning process, and he is interested in sharing learning strategies and resources gained through his own development. He has a Master's degree in Education, and he has also taught English as a Foreign Language. Efraim has participated in a number of Chinese proficiency and talent competitions locally and internationally.

His personal experiences and learning insights allow Efraim to teach a variety of levels within our Conversational Languages: Chinese (Mandarin) Certificate. Throughout his courses, learners develop reading, writing, listening and speaking skills in Mandarin. By teaching the world's most spoken language, Efraim’s courses enable learners to enjoy travel, and show goodwill when meeting people in business or other social settings.

SCS: Why did you decide to explore poetry writing at SCS?

ECS: I used to write poetry back when I was younger, but hadn’t in years. Recently, I became interested in creative writing again, and wanted to find ways to stretch my abilities. As a journalist, I write every day for work, but I wanted to push myself as a writer and shake up my brain a bit … do something outside my comfort zone.

Last summer I was home visiting family in Toronto, and decided to participate in a SCS Summer Writing School intensive five-day workshop. It seemed like a great way to learn while on vacation, and I was familiar with the work of the instructor, Ken Babstock. I wanted to learn from him, and felt it would be a good way to get immersed in a new type of writing, put my head in a different space, and push myself. The workshop got me in the habit of creative writing. When I returned to South Africa, I was writing every day, and reading more poetry. In spring of this year, I wrote After Mining.

SCS: Your poems, After Mining, portray a brutal and vivid portrait of the mining industry in South Africa. What was your inspiration?

ECS: I’ve reported on the mining industry over the years. As a journalist, you’re always trying to tell a story in the most accurate way, to communicate clearly. For this work, I drew from my reporting, but treated it in a really different way, bringing creativity to the page.

Mining has been so fundamental to the South African experience. I wanted to explore how things are changing as the industry wanes. Through my reporting, I have been down one of the deepest mine shafts in the world; I’ve interviewed former miners whose health was ruined from working in unsafe conditions. I tried to bring some of that imagery to the poems. Mining is losing its importance to the South African economy, and I wanted to reflect on the deep impact it has had while also looking forward.

SCS: How has winning this award influenced your creative writing future?

ECS: It’s the first time I’ve ever submitted my poetry work to a competition (or anywhere, for that matter), and I wasn’t expecting to win! It’s been a motivating force to keep writing, keep submitting.

SCS: Any advice for aspiring writers?

ECS: I was so intimidated by my first Summer Writing School workshop. I’m used to my journalistic writing being read and shared, but this was in a creative space so I felt more vulnerable. But I found it to be a really positive place to share my ideas, and I felt very comfortable. My classmates and instructors gave really thoughtful and constructive feedback. It was a great experience, so my advice would be to push past your fear and go for it.

Else Grech, who teaches Accounting: The Fundamentals, and Business Ethics, recently received our Excellence in Online Teaching Award. She was nominated by her learners for her outstanding instructional presence, her ability to create an inclusive digital learning environment, and her talent for encouraging meaningful online interaction.

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Else is a Chartered Professional Accountant (CPA, CA), and a member in good standing at the Chartered Professional Accountants of Ontario. A graduate of the University of Toronto Mississauga (UTM) Commerce program, Else has worked in a wide range of senior accounting positions, as well as in recruitment, publishing, and retail web sales. She has taught continuing education courses in-class since 1998, and online since 2003. Else completed her Bachelor of Education in 2007, and is an Ontario Certificated Teacher (primary).  In 2013, she completed her Master’s in Curriculum, Teaching, and Learning at the University of Toronto’s Ontario Institute of Studies in Education (OISE).  Else plans to continue her studies in the near future in order to obtain her Ph.D. in Education at OISE. 

One of the courses she instructs, Accounting: The Fundamentals, grounds learners in the basics of financial accounting. Else begins by sharing an introduction to basic financial statements, then moves through the accounting cycle and the notion of debit and credit. Learners end the course knowing what questions to ask about a company's financial statements and how to make better business decisions based on sound analysis.

Else is also passionate about instructing Business Ethics, teaching learners that ethics and communication are central to the credibility of those who analyze financial information for employers, clients, and other financial users. She introduces the CPA’s Advanced Certificate in Accounting and Finance (ACAF) Method, which is a road map learners can use to navigate accounting and finance problems.

Originally from California, Leslie lived in England for many years before settling in Toronto. She is a medical anthropologist, and a research associate in the Department of Physical Therapy at the University of Toronto.

Her prize-winning short story, Natalie, Happy, follows the life of a Canadian anthropologist named Natalie who lives in a fictional town in northern England. The story revolves around her marriage to a man named Erik, a fellow anthropologist from Zimbabwe, and their journey toward building a family and their careers.  Natalie, Happy explores the meanings and challenges of being a mother, a woman, a wife, and an academic.

Leslie sat down with SCS to discuss her story inspiration and passion for creative writing.

SCS: What inspired you to take Creative Writing at SCS?

LC: I loved creative writing when I was younger. When my family moved to Toronto nine years ago, I was struggling to finish a paper I was writing, and at the same time felt overwhelmed by the task of keeping all my friends and family in England up-to-date on my new life in Toronto. A friend suggested I start a blog to keep everyone updated on my new adventures, which inspired me to explore fun ways to reinvigorate my writing.  I took a class at SCS and got hooked, and just this year completed my Certificate in Creative Writing.

SCS: What was your inspiration for this story?

LC: Natalie, Happy wasn’t inspired by one particular event. It’s an amalgamation of many stories and people I have known throughout my life, mixed with my own original ideas and twists. It’s also the product of my personal interrogations of motherhood, professionalism, marriage, and family.

SCS: How has winning this award influenced your creative writing future?

LC: It’s still so fresh, but it’s wonderful. I’d entered other stories in this competition in the past, and had been a runner up more than once. It was becoming an ‘always a bridesmaid, never a bride’ situation, so winning was really special. I’m inspired to carry on writing and taking courses at SCS.

SCS: Any advice for aspiring writers?

LC: I would highly recommend the SCS Creative Writing program; there’s really something for everyone here. Classes are flexible, so you can learn in-person or online (which I chose to do in the dead of winter to avoid the cold)! I also suggest finding a writing community. Being an author isn’t just about learning the practical aspects of writing, but finding a community and becoming part of a conversation around writing, reading, and creative possibilities.

Dave Jailal, who teaches Financial Management at SCS, recently received an Excellence in Teaching Award. Learners were inspired by his love of instruction and mentorship, and nominated Dave for his industry expertise and use of tangible, real-world examples to highlight and explore course content.

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Dave is currently a Director in the Banking Supervision area at the Office of the Superintendent of Financial Institutions (OSFI), and a part-time post-secondary instructor. He has over 19 years of experience in progressively responsible roles within the financial services industry, ranging from external auditor to bank supervisor. He has been an instructor for the last 10 years with a specialization in Accounting, Corporate Finance, and Auditing courses. At OSFI, he leads a team of bank supervisors involved in the assessment of risks, governance, and risk mitigation processes for a portfolio of 21 financial institutions. Dave holds an Executive MBA degree, with distinction, from Ivey Business School at Western University, a Chartered Professional Accountant designation, and a Chartered Investment Manager designation.

He has a strong interest in mentorship, and is inspired by the commitment of his Financial Management learners. In his course, Dave introduces learners to the principles of finance and their application. He explores topics such as the time value of money, valuation of financial securities, capital budgeting, determining appropriate discount rates, and short- and long-term financing.